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    La práctica pedagógica de docentes de escuelas en tiempos de pandemia
    (Pontificia Universidad Católica del Perú, 2022-07-01)
    El tema de este estudio es la práctica pedagógica docente durante la pandemia. El objetivo de la investigación es analizar la práctica pedagógica de docentes del nivel inicial y primaria en tiempos de pandemia. Es un estudio cualitativo que recogió información con una entrevista semiestructurada por medio de la plataforma Zoom. Luego del análisis de todos los hallazgos, se obtuvieron las siguientes conclusiones. La interacción docente-estudiante ha sido un gran reto debido a las dificultades tecnológicas, por lo que la motivación con diversas estrategias y el trabajo con padres ha resultado un óptimo método para enfrentarlo; también, el proceso educativo se ha visto afectado por diferentes dificultades del contexto individual de cada estudiante, lo que ha ocasionado una mayor carga laboral para las docentes y, finalmente, el proceso reflexivo ha posibilitado que las docentes cuestionen su práctica y la transformen en la búsqueda de un óptimo ejercicio pedagógico.
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    Strategies in teacher training to promote educational inclusion: A systematic review
    (HISIN (History of Information Systems), 2024-06-28)
    Teacher training is crucial for inclusive education, as educators must be prepared for diverse classrooms. Methodology: This article examines theoretical work on teacher training for inclusion. A search was conducted in databases such as WOS, Scopus, ERIC, and Scielo, between 2015 and 2024, all peer-reviewed. Combinations of keywords such as “Educational inclusion,” “Teacher training,” and “Educational strategies” were used. Results: The most effective strategies integrate inclusion throughout teacher training, rather than as an additional component. Highlighted strategies include the use of assistive technologies, collaborative work, and curriculum adaptation. Current evaluations of inclusive education lack a long-term impact analysis due to institutional barriers. Diverse environments require a comprehensive approach. Challenges arise from resource insufficiency and institutional resistance. Effective inclusive education requires the alignment of policies, administration, and teaching practices. It is important to continue research and design curricula that incorporate inclusion in teacher training. Inadequate training leads to educational inequalities.